Present from a keyword outline, not a script
When to use this goal
For older students who can build an outline but deliver presentations by reading a full script, losing their place and their listeners. Present levels and recorded presentations, not grade, decide fit.
- Baseline
- Score two presentations, one from the student's usual notes and one from an outline, to see how much of the problem is the notes and how much is delivery. Ask the student what they fear will happen without a script.
- Tips
- Score each row 0 to 2 as defined and coordinate with the class rubric so the student is not graded twice in different ways. Students who use AAC, text-to-speech, or a script as an accommodation are not good fits. Never score eye contact, posture, or stillness, and never count stuttering, AAC use, an accent or dialect, or harmless movement against the student.
- Limits
- Does not measure organization of content or speech clarity. Data points are few unless practice talks are added. A script may be the right accommodation for some students, and that is a team decision, not a failure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-005.
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Goal
By the annual IEP review date, when giving a three- to five-minute class presentation from a one-page keyword outline they wrote, the student will deliver the presentation from the keyword outline, speaking each point in their own words and finding their place again after a pause independently, earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly, plus practice presentations every two weeks.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Oral Presentation & Public Speaking.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Oral Presentation & Public Speaking
- Baseline
- 3 out of 8 rubric points.
- Annual goal526 characters
- By the annual IEP review date, when giving a three- to five-minute class presentation from a one-page keyword outline they wrote, the student will deliver the presentation from the keyword outline, speaking each point in their own words and finding their place again after a pause independently, earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly, plus practice presentations every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When giving a three- to five-minute class presentation from a one-page keyword outline they wrote
- Behavior
- The student will deliver the presentation from the keyword outline, speaking each point in their own words and finding their place again after a pause independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly, plus practice presentations every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive presentations
- Collection schedule:
- monthly, plus practice presentations every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when giving a three- to five-minute class presentation from a one-page keyword outline they wrote, the student will deliver the presentation from the keyword outline, speaking each point in their own words and finding their place again after a pause independently, earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly, plus practice presentations every two weeks.
| Date | Task / sample | Speaks each point in their own words rather than reading full sentences (0 = reads all, 1 = some, 2 = most or all) | Uses the outline as a cue and returns to the audience after each glance | Finds their place again after a pause or lost thread without starting over | Covers every point on the outline in order | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row notes-use rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.